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2010 HSC Notes from the Marking Centre — Community and Family Studies

Contents

Introduction

This document has been produced for the teachers and candidates of the Stage 6 Community and Family Studies course. It contains comments on candidate responses to the 2010 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.

This document should be read along with the relevant syllabus, the 2010 Higher School Certificate examination, the marking guidelines and other support documents which have been developed by the Board of Studies to assist in the teaching and learning of Community and Family Studies.

General comments

Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating the knowledge, understanding and skills they developed through studying the course.

Candidates need to be aware that the marks allocated to the question and the answer space (where this is provided on the examination paper), are guides to the length of the required response. A longer response will not in itself lead to higher marks. Writing in excess of the space allocated may reduce the time available for answering other questions.

Candidates need to be familiar with the Board’s Glossary of Key Words which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with or contain one of the key words from the glossary. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked or verbs may be used which are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.

Section I

Part B

Question 21

In better responses, candidates outlined the advantages and disadvantages of both print sources and people/individuals. Ideas were supported with a range of relevant examples. In mid-range responses, candidates outlined some advantages and disadvantages of obtaining information from the print sources and people/individuals, however the examples used, although relevant, were limited.

In weaker responses, candidates provided some basic knowledge about the advantages and/or disadvantages of obtaining information from print sources or people/individuals.

Question 22

In better responses, candidates demonstrated a thorough knowledge and understanding of two of the most significant needs of the socioeconomically disadvantaged. Candidates justified their choices by drawing a clear relationship between needs and the socioeconomically disadvantaged.

In mid-range responses, candidates demonstrated a sound knowledge of two of the most significant needs of the socioeconomically disadvantaged or demonstrated a thorough knowledge of one significant need. The responses then identified a general relationship between the needs and the group.

In weaker responses, candidates provided some basic knowledge of a need or needs of the socioeconomically disadvantaged.

Question 23

  1. Most candidates were able to identify an appropriate research methodology.

  2. In better responses, candidates accurately interpreted research data by clearly identifying two trends/findings illustrated in the graph. They provided possible reasons for each trend using appropriate terminology.

    In mid-range responses, candidates interpreted research data by identifying two trends/findings illustrated in the graph. Candidates provided possible reasons that communicated ideas, using appropriate terminology but with less detail. Some mid-range responses provided only one trend/finding with a thorough explanation of possible reasons.

    In weaker responses, candidates demonstrated a basic knowledge of trends/findings illustrated in the graph. Reasons for the trend, where provided, tended to be limited.

Question 24

In better responses, candidates demonstrated extensive knowledge and understanding of two factors from the list and their impact on the parenting and caring relationship. They supported their answer with detailed information, relevant examples and appropriate terminology.

In mid-range responses, candidates demonstrated a sound to thorough knowledge and understanding about the impact of two factors on either the parenting and caring relationship or on parenting and caring. In general, candidates demonstrated a thorough knowledge of one factor, and often provided examples to support their answer.

In weaker responses, candidates demonstrated a basic knowledge of one or two factors which impact on parenting and caring. Responses tended to rely on personal experience rather than the knowledge of the topic area.

Question 25

In better responses, candidates provided a detailed description of two parenting styles and supported their answer with examples of positive and/or negative impacts of both parenting styles on parent/child relationships. Candidates displayed thorough knowledge of two parenting styles. Appropriate terminology was used and communicated in an organised manner.

In mid-range responses, candidates provided an accurate, less detailed description of two parenting styles. Candidates often described the impact of the parenting style on the child, not the parent/child relationship. Some candidates outlined the impact of the two parenting styles on the child’s well-being without making a link to the parent/child relationship. Appropriate terminology was used.

In weaker responses, candidates confused parenting styles with step-parenting, foster parenting or sole parents. Candidates often stated the impact was negative or positive without further explanation. Some candidates correctly identified and provided a brief description of parenting styles.

Question 26

In better responses, candidates demonstrated a thorough knowledge of one group studied, explained societal attitudes towards the group and how these attitudes can impact on the group’s access to resources. Candidates supported their answers with reference to specific resources. Ideas were written in an organised manner using appropriate terminology.

In mid-range responses, candidates provided a sound knowledge of one group studied but did not make a clear link between societal attitudes towards the group and their ability to access resources. Appropriate terminology was used.

Question 27

In better responses, candidates correctly identified two groups from the syllabus and provided characteristics and features of how each of these groups positively contributes to the wider community. Relevant examples were used to illustrate their answer. Ideas, issues and opinions were communicated in an organised, logical and coherent manner using appropriate terminology.

In mid-range responses, candidates correctly identified two groups from the syllabus and outlined how these groups contributed positively to the wider community. Some mid-range responses showed a thorough knowledge of one group but demonstrated a more limited knowledge of the other selected group.

In weaker responses, candidates provided some information about group/s but were unable to describe the contribution to the wider community. Some candidates were unable to correctly identify two groups from the syllabus.

Question 28

In better responses, candidates demonstrated an extensive knowledge of community support groups by providing a detailed description of how each example chosen supports parents and carers. The better responses effectively communicated ideas, issues and opinions in an organised and coherent manner using appropriate terminology.

In mid-range responses, candidates provided a sound knowledge of the role of community support groups through a general discussion about what community support groups do but did not provide examples of any specific community support groups. Some candidates provided extensive knowledge of one community support group only or information about some community support groups but did not describe how they provided support to parents and carers.

Section II

Question 29

  1. In better responses, candidates demonstrated a thorough understanding of the anti-discrimination legislation and provided an example of how it contributes to the wellbeing of the aged.

    In better responses, candidates demonstrated a thorough knowledge and understanding of how government and community support structures assist in meeting the needs of a family. Candidates provided information on relevant and current government legislation. These responses offered reasoned opinions well supported by relevant examples.

  2. In mid-range responses, candidates demonstrated sound knowledge of how government and community support structures meet the needs of families. Some relevant examples were provided.

    In weaker responses, candidates identified either government or community support structures, however candidates did not relate the information to meeting the needs of families or their wellbeing.

  3. In better responses, candidates demonstrated extensive knowledge and understanding of the effectiveness of legislation in protecting the welfare of children.

    In weaker responses, candidates demonstrated some limited knowledge of how children are protected.

Question 30

  1. In better responses, candidates demonstrated a thorough understanding of the term equity issue.

    In weaker responses, candidates identified rather than outlined an equity issue.

  2. In better responses, candidates demonstrated a thorough knowledge and understanding of the reasons for the development of technology, and supported their answer with a range of relevant examples.

    In mid-range responses, candidates demonstrated a sound knowledge of the reasons for the development of technology and provided some relevant examples.

    In weaker responses, candidates provided some limited information on the reasons for the development of technology.

  3. In better responses, candidates demonstrated extensive knowledge and understanding of the effects of technology on both workplace structure and attitudes to work, and supported ideas with relevant examples.

    In mid-range responses, candidates demonstrated sound knowledge of the effects of technology on both workplace structure and attitudes towards work. These responses were illustrated with some relevant examples. Workplace structure was addressed in greater detail than attitudes to work.

    In weaker responses, candidates provided some knowledge of technology and/or workplace structure and/or attitudes to work. Supporting examples were based mainly on personal experience.

Question 31

  1. In better responses, candidates demonstrated knowledge and understanding of how an individual’s social conscience needs are met through work. They understood the meaning of social conscience and provided relevant examples to demonstrate their knowledge.

    In weaker responses, candidates made a relevant point about how an individual’s needs can be met through work. They often related their answer to social needs being met through work, rather than social conscience needs. Many also wrote about other types of needs, giving a brief description of these rather than social conscience.

  2. In better responses, candidates demonstrated an understanding of how three social factors have led to changing work patterns. These responses were communicated in an organised, logical and coherent manner. Candidates described each social factor and then used relevant examples to show how each social factor has led to changing work patterns. A clear link was made evident between each social factor and a work pattern.

    In mid-range responses, candidates demonstrated sound knowledge of three social factors and described how some of them have led to changing work patterns. Some relevant examples were included and answers were written in a clear and logical way using appropriate terminology. Some mid-range responses demonstrated basic knowledge of social factors and made some or no links to how these have led to changing work patterns.

    In weaker responses, candidates demonstrated some knowledge about a social factor or factors and/or work. These responses relied on personal experience. There was no link to work patterns.

  3. In better responses, candidates demonstrated an extensive knowledge and understanding of how workplace supports assist individuals in managing both family and work expectations. Relevant examples of workplace supports were provided. Appropriate links to the wellbeing of individuals and family members were made.

    In mid-range responses, candidates demonstrated a sound knowledge of workplace supports. These responses tended to focus on some relevant examples and were able to demonstrate knowledge of family and/or work expectations. Appropriate terminology was used.

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